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The De La Salle Academy

The De La Salle Academy

The De La Salle Academy

Inspiring People;
Breaking Boundaries

Pupil & Catch-up Premium

Pupil Premium


Year 2017-18 – Projected Figure: £199,623

Pupil premium funds for the academic year 2017-18 are being spent on:

PP Intervention Intended Impact Cost
HLTA / TAs A greater number of Disadvantaged students are supported across all subject areas and make progress at a faster rate than historical progress shows. The gap between Disadvantaged students and their peers continues to close, especially at Key Stage 4. £73,500
Pastoral manager - % of time dedicated Students are identified early for more bespoke intervention not on offer from an SEN point of view. Greater parental involvement and meetings ensure increased attendance and lower behaviour points being accrued. Truancy from lessons reduces to 0%. £24,000
Rewards Enjoyment of school is increased and attendance improves due to the nature of rewards on offer. An improvement in behaviour and therefore a reduction in exclusions is seen. £3,000
Music Tuition Students experience culture from a perspective they wouldn’t otherwise have the opportunity to experience. A greater number of students opt for Music in year 9 and 10. Students take part in music activities outside of lessons for example: Awards evening, Christmas party for OAPs and other school events. £7,000
1:1 tuition Year 11 outcomes in English, maths and Science improve on the previous year. Progress is increased to target in Maths and Science. A greater number of students have the opportunity and access to 1:1 tuitions. £15,000
Saturday school Students are able to complete coursework to the best of their ability without hindrance due to a lack of equipment. Students have access to school facilities to reach their potential. The gap between Disadvantaged and their peers closes in all subject areas. A change of culture towards learning and study is developed and aspirations are fulfilled, therefore reducing the NEET percentage. £5,000
Trips Students have the opportunity to experience elements of culture they wouldn’t ordinarily have the opportunity to experience. Attendance is impacted on positively, with Disadvantaged attendance improving to be in line with their peers. £3,000
Career Service NEET percentages remain one of the lowest in the borough. All Disadvantaged students have access to career advice from year 7, therefore increasing aspirations from an early age. All students are clear about their different routes and are supported through the process of applying for their next steps. £6,500
Counsellor Students have access to mental health guidance when required. They are clear about the support that is offered, ensuring continued attendance to school and progress. £4,000
Uniform and Equipment Attendance is not effected due to a lack of finance. Learning and progress is not hindered due to a lack of equipment. £5,000
Planners All students are taught organisation and therefore are not disadvantaged by ‘not remembering’, this will lead to a higher rate of homework completion and a feeling of success. Disadvantaged students will be more likely to have the correct equipment such as PE kit on the right days. £500
Cooking ingredients Students are not placed in a disadvantaged position within lessons in all year groups due to a lack of financial capability. Students have full access to the curriculum on offer. £3,000
TEEP Lessons are delivered with structure and guidance to allow Disadvantaged students to access the curriculum and be organised within their learning. £6,000
Career day All students are given impartial advice from a number of different sources. Confidence is built and students develop a focus on year 11. All students apply for either college or an apprenticeship. Free
EAL support Students are not unduly disadvantaged and are able to make rapid progress with language acquisition in order to access the curriculum in full. £4,000
Education Psychologists Students are able to gain assessments to aide support and delivery of appropriate strategies in school to avoid PEX or FAP. £3,000
Bus Service Boys, using the service maintain an attendance % above or at academy target. £29,150
Education Welfare Officer Attendance of Disadvantaged students increases in line with non and closes the gap to that of national. Greater parental engagement with school improves relations. £10,000
Total £201,650

Full Statement


Year 2016-17 – Projected Figure: £166,430

Pupil premium funds for the academic year 2016-17 were spent on:

PP Intervention Intended Impact Impact Overall Evaluation of Intervention Cost
Deputy Head of School, Attendance Officer, Head of Year and Education Welfare Officer to monitor and target weekly attendance and persistently absent (PA) students. Improved attendance in line with NA, reduced PA and improved parental engagement. Lack of impact up until Easter. Change of personnel and responsibilities. Change of EWO. Attendance rose from Easter.
DA attendance ta 86.1%
Attendance plan and initiatives had impact. HoY trained on attendance which created a greater knowledge of impact of attendance. Changes to develop robustness and accountability needs to be put in place for 17-18. £12,648
Introduction of SIMS data monitoring and training, to ensure that teachers can easily identify specific student groups, such as disadvantaged students (DA) and can take responsibility for accelerating their progress. (Highlighted on seating plans). Raised of awareness of who PP students are in order to ‘close the gap’. Gap closed in year 7 with DA boys making better progress than non DA, gap closed in Year 8 to -1.06 points overall. All other years the gap has closed within in year data. Seating plans identify PP and SIMS has allowed for greater understanding of DA students. Assessments and progress shows an overall impact in closing the gap with years 7 to 10. £5,000
Half termly use of achievement data to check whether whole class teaching, interventions or techniques are working and make adjustments accordingly. Regular evaluation of PP progress and strategies used to identify what is working and make changes if required. Gap closed in year 7 with DA boys making better progress than non DA, gap closed in Year 8 to -1.06 points overall. All other years the gap has closed within in year data. Middle leaders have a greater focus on DA and are developing knowledge of their barriers. HoY are taking more ownership of this group of students.  
Introduction of robust performance management system and training for all staff, including discussions about disadvantaged students in performance management meetings. Raise profile and accountability of all staff to accelerate progress of PP students. Gap closed in year 7 with DA boys making better progress than non DA, gap closed in Year 8 to -1.06 points overall. All other years the gap has closed within in year data. Performance Management in place and all staff taking a full role in its delivery. Middle leaders trained in having difficult conversations and how to hold people to account.
An understanding of the role of PM has led to staff developing their knowledge and understanding their responsibility of progress.
Appointment of a Head of Year in each year and purchase of CPOMs to provide well-targeted and recorded support to improve attendance, behaviour or links with families where these are a barriers to a student’s learning. Improved attendance. Reduced behavior points, FTE and PEX. DA fixed term exclusion remain slightly higher than non DA with 3% more boys being excluded. 0.9% (1 boy) higher has been permanently excluded. CPOMS not used for tracking behaviour but vulnerables and CP.
HoY have targeted DA students for one to one support and conversations.
Lack of progress with attendance made.
4 x TLR 2A £10,000; £1,500 for CPOMS
Breakfast Club – free breakfast and place to work 8-8.30 every morning. Improved attendance and punctuality of PP students. Ensuring they are ‘ready to learn’ Period 1. Reduction in behavior points of PP students.     £4,000
Lunchtime club to provide a home base for social skills and homework opportunities for selected disadvantaged students. Improved attendance and PP progress data accelerated due to this support.     £3,000
Homework Club (Period 7) and Saturday school to target underachievement. To include refreshments to support learning. Full attendance of targeted PP students. 50% of those receiving maths catch up in year 11 were DA. 42% of these boys gained a grade 4 or higher. Higher number of boys gained a grade 4 or higher than would have done without the intervention. Swifter intervention of those not attending could have been made to open the space to others. £5,000
Nurture group intervention to support social and emotional needs that are a ‘barrier to learning’ as well as develop metacognition and self-regulation. (Sutton Trust) SDQ scores, attendance and behaviour improved. Reduction in FTE and PEX. Progress data of PP progress data accelerated due to this support. SDQ scores declined throughout the year. Attendance was sporadic – ie some boys had 97% attendance and others had 77%. 55% of the form nurture group had attendance above 90%. Nurture group did not work. The group started with 8 boys, one was sent to New Heights and one moved to ACE provision. Good attendance would have been with or without the nurture group. Further to Nurture, a form group of 18 boys were put in place, 27% of the group had fixed term exclusions.  
Introduction of new Assessment policy which systematically focuses on giving students clear, useful feedback about their work, and ways that they could improve it. Including whole school DIRT time (Sutton Trust). Accelerated progress of PP students to achieve expected/beyond progress. Gap closed in year 7 with DA boys making better progress than non DA, gap closed in Year 8 to -1.06 points overall. All other years the gap has closed within in year data. Assessment is accurate and quality assured, all staff have bought into a 5 year journey. Marking is developing to ensure even greater progress. Feedback still an area of development.  
One to one and group interventions from SENCO, experienced teachers, CAHMS, Education Psychologist, Counsellor and EMTASS Pupil progress data shows pupils are meeting National expectations and many are going beyond. 78 boys had some form of intervention, 25% saw a real-time positive impact on their area of intervention. 50% made progress. Some impact / progress made with the boys. A greater focus on specific needs to be implemented next academic year with more testing points for progress.  
Subsiding schools visits to Universities, Theatre etc. Enable all pupils to access to cultural, residential and character building enrichment activities in.     £5,000
Student Support Fund. Purchase of school uniform, equipment and PE kit to support learning and standards in school and remove disadvantaged barriers. Reduction in behaviour points for incorrect uniform to raise standards and increased attendance and participation in PE. Full cost not needed, six boys had a piece of uniform bought for them to ensure attendance at school. All six boys improved their attendance dramatically once uniform was purchased. Track needs closer to intervene quicker when uniform is an issue for parents. £10,000
Maths intervention programme with external specialist. Increased rate of progress in Maths for PP pupils. 50% of boys targeted for intervention were pp. 42% gained a good or higher GCSE grade at 4 or above.   £15,000
Curriculum modification to include Key Stage 3 Numeracy and Communication skills lessons to raise achievement and close gap in numeracy and literacy attainment. PP progress data shows pupils are meeting National expectations and many are going beyond. 81% of all year 7 boys involved in maths intervention were classed as PP. 51% made progress from start to end of year, 18% made expected progress.65% made progress in English and 23% made expected progress.   Cost of staffing; £5,000
Designated Senior leader for Teaching and learning to organise CPD to ensure that all day- to-day teaching meets the needs of each learner, rather than relying on interventions to compensate for teaching that is less than good. At least 80% of lessons, learning walks and work scrutinies demonstrate expected and above progress over time of PP students.     Leadership payment CPD programme
Opportunities in music through peripatetic teachers. All PP students have access to enrichment activities to develop their social and cultural development. 25 boys took part in extra curricular lessons for music, ranging from guitar to singing lessons. 4 boys took exams in their area of expertise. 3 improved attendance, 4 reduced negative behavior points after taking up an instrument and 6 saw their confidence grow.   £12,350
Lexia programme to close gap in Literacy. PP progress data shows pupils are meeting National expectations in Literacy and many are going beyond. 57% developed their reading age beyond their chronological age.63% developed their sentence work beyond their chronological age.   £9,150
Use of minibuses for vulnerable students. Contribute towards NA attendance, reduce PA and lates. 61% of all boys using the mini bus had attendance above 90% Review long term impact of the mini bus. £25,673
Total £153,321

Literacy & Numeracy Catch-up Premium


Year 2016-17 – £10,000

In the year 7 of 2016-17, those students who did not achieve at least level 4 in reading and or mathematics totals 20. 10 for literacy and 10 for numeracy of which there is an overall total of 12 students as some require catch up support in both subjects. This has provided the Academy with a catch up premium of £10,000. The De La Salle Academy intends to use the catch up funding in the following way and believes that these interventions will provide the support needed to allow each student to move towards or achieve level 4 in either English, Mathematics or both.

Support Target Allocation towards full cost
Additional Numeracy lessons for those sets containing the students who meet catch-up numeracy criteria. Students to reach 100 score in Maths assessment.  
Catch Up Maths intervention for targeted groups of students twice a week with an Independent Maths Specialist. Students to reach 100 score in Maths assessment. £5,000
Additional Lexia sessions (in English lessons) for those sets containing the students who meet catch-up literacy criteria. Students to reach 100 score in English assessment. £3,050 pa
Additional Communication skills lessons for those sets containing the students who meet catch-up literacy criteria. Improved English and Literacy scores in Academy levels.  
Purchase of Nessy and Read Write Inc materials for 1:4 groupwork sessions with the SEND team. Improved reading ages / English scores of very low achievers. £3,800
Reading Buddy scheme with selected Year 7 students. Improved reading ages. None
Total £11,850